10th U6+ Consortium of African Universities International Conference

The integration of Artificial Intelligence (AI) into mathematics education is transforming teaching and learning processes in higher institutions. This study investigated the influence of ChatGPT-generated hints delivered through Google Classroom on the problem-solving speed and continuous assessment performance of first-year Mathematics students at Kwara State University of Education, Ilorin, Nigeria. Guided by Cognitive Load Theory, the study adopted a quasi-experimental posttest-only design involving two intact tutorial groups. The treatment group (n = 72) received scaffolded AI-generated hints through Google Classroom Practice Sets after two unsuccessful attempts, while the comparison group (n = 68) received similar support from human tutors. Both groups completed ten algebra-based tasks selected from the first-year mathematics curriculum across three instructional sessions. Data were collected through Google Classroom analytics and a Continuous Assessment (C.A.) quiz. Independent samples t-test and Analysis of Covariance (ANCOVA) were used for data analysis. The findings revealed that students exposed to ChatGPT-generated hints solved mathematics problems significantly faster (M = 3.21 minutes, SD = 0.87) than students who received human tutor hints (M = 4.58 minutes, SD = 1.12). The treatment group also performed better in continuous assessment scores. The study further showed that AI-supported instruction reduced cognitive load and improved learning efficiency among students. Ethical approval for the study was obtained from the university research ethics committee, and students’ data privacy was protected throughout the research process. The study concluded that integrating AI-powered assistants into learning management systems can improve mathematics learning outcomes and support digital transformation in higher education.